Introduction
This entry has three central aims. The first aim is to briefly outline the historical and contemporary use of the term “decolonial” and its related monikers of decoloniality, decolonization, decolonizing methodologies, postcolonialism, and indigeneity. The second aim is to highlight how the decolonial scholarship addresses the relations between colonization, capitalism, and the production of difference through onto-epistemological frameworks of racism, heteropatriarchy, and (Western) schooling as a site of epistemic, linguistic, and cultural violence. In other words, I explore how colonial and decolonial logics of difference, hierarchy and violence shape macro and micro-level modes of existence. The third and final aim is to provide illustrations of contemporary efforts of decolonial education at its intersections in multiple spaces and places through a discussion of Anzaldua’s border thinking.
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Weems, L. (2017). Decolonial Education at Its Intersections. In: Peters, M.A. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-588-4_532
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